Theory of Lev Vygotsky as a Framework for Inclusive Education Research

Abstract

Inclusive education practices are gaining in prominence in educational polices of many countries during the last decades since the Salamanca Statement in 1994. Parallel with that trend, a research field on factors contributing to inclusive education and its outcomes is expanding. However, this research field often lacks theoretical grounding. Theory of Lev Vygotsky is among theories of human development that has been mostly employed in this field of study. In the present chapter we review theoretical and empirical works that used theory of Vygotsky in the study of inclusive education. Next, we present findings of studies on the outcomes of inclusive education for students with special needs and for typically developing students in terms of academic achievement and development. Further, we relate the findings of these studies to the theory of Vygotsky. The review shows that theory of Vygotsky has been fruitful for investigating inclusive practice processes within a classroom. Further, it shows that lack of theoretical foundation of research on inclusive education which is characteristic for majority of studies in the field impairs meaningful interpretations of often inconsistent results. Further implementations of Vygotsky's theory would contribute to the development of this research field, and this, in turn, would contribute to further improvements in inclusive practice.